Point of view

New look: another eye-wash?

By Prof. Ranjit Ruberu

The recently issued University Refor- ms proposals deserve discreet discussion before implementation. The Committee responsible for these recommendations deserves commendation for some of the measures that have been suggested as reforms to the existing system.

If implemented properly these measures may give a new look to university education in Sri Lanka. Since the introduction of the British University System in the early 1920's under colonial rule, only ad hoc changes were introduced from time to time and this perhaps is the first occasion where policy decision on University education at national level was ever attempted. It is therefore necessary to see that the reforms to be introduced will meet the national needs of university education for the country.

These reforms were deliberated by the committee that took the responsibility of looking into the problem and suggesting reforms. Yet, several significant omissions evident in the proposed reforms raise doubts as to whether the committee has given full attention to some nationally important issues that affect university education in the country.

One such omission is the apparent disregard for English in the curriculum. Whether this is a sinister move to deprive university students full competency in English which has become a privilege of a few, or whether it's a genuine omission, will be known only to the architects of the reforms proposals. However, it is not too late to remedy this omission.

Having experienced the many disadvantages, some generations of university graduates have been subject to, in not having competency in English, there is now consensus of opinion on the importance of making English a supplementary language for university education. Regrettably, the proposed reforms have not given enough attention to so important a matter. Just making English compulsory from Year One in school can be only an eye-wash and lip service as it has always happened over the years.

The Intensive English Teaching Programme done in the universities has not achieved the desired results in raising the English competency of undergraduates. The fault lies not in the staff who teach such courses or in the students who follow such courses, but on the fact that making undergraduates competent in use of English through intensive courses is only a stop-gap when school English teaching is unsatisfactory. Foundation for the learning of English as a foreign language has to be laid from the inception of school education. It has to be done in a systematic manner with teachers specially trained for the teaching of English as a foreign language able to use special language teaching methods.

The unemployment of Swabahsa graduates has become a serious or even grave national problem. The dilemma faced by these graduates when they seek employment is again due to a lack of competency in English. Having received a university education in Swabasha only and not having had the opportunity in the course of university education to use English as a supplementary medium these graduates remain condemned for no fault of theirs. Having witnessed this inadequacy over the years, the reformers of university education have not still made any effort to remedy it. Even the current reforms proposed have apparently taken no notice of it.

English is now recognised as a medium of special importance for university education. Access to modern knowledge and skills in every discipline be it science, medicine, agriculture, engineering, or even the study of languages, humanities, and social sciences, is readily available in English.

The policy on the use of English in university education has to be defined clearly and effectively. It should be a policy of teaching English as a supplementary language medium to all university students and also making English a compulsory subject to be passed at the final examination. It should not be English for communication alone but for its cultural and value content. This will ensure an acceptable standard of English for graduates who pass out of the universities in the country. Graduates with competency in English will find no obstacle in getting employed, or pursuing research studies at post-graduate level abroad. While the lack of such provision in the proposed university reforms is most lamentable, it also reflects a failure in meeting one of the most wanted national needs in university education. These reforms could also remain only an eye-wash of university education as has happened on many occasions in the past.

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